Nizomiy nomidagi toshkent davlat pedagogika universiteti zamonaviy uzluksiz ta

What can a teacher do? 
We offer six motivation practices that teachers can implement daily in the classroom. These 
practices can be brought into every lesson and directed to every student. Teachers do not have to 
wait for motivation to come from the outside. They can make it happen any time they want to 
implement one of these six practices. Research undergirds the impact of these practices on students 
becoming avid readers and on students becoming achieving readers. We provide examples of these 
practices from the literature and from our own experiences in our research and teaching. 
Motivations to read—interest, confidence, dedication 
Interest 
When we think of motivation our mind first turns to interest. Motivation is enjoying a book, 
being excited about an author, or being delighted by new information. Researchers refer to interest 
as intrinsic motivation. Meaning something we do for its own sake. On a rainy day, we might rather 
read our favorite mystery than do anything else. We are not trying to get a reward when falling into 
a novel. Motivation also brings to mind the reward for success. Who doesn't like to win a trinket for 
hitting the target with a dart at the State Fair? Who doesn't want to earn serious money for working 
hard in a career? These are extrinsic rewards because someone gives them to us. We do not give 
them to ourselves, and these rewards do propel us to put out effort, focus energy, and get up in the 
morning. Yet, extrinsic rewards do not motivate reading achievement in the long term. Students 
who read only for the reward of money, a grade, or a future job are not the hest readers. The reason 
is that if you read for the reward of a good quiz score, what happens after the quiz is that you stop 
reading. If the test score is the only thing that matters, it is OK to take shortcuts, not really 
understand, or cheat. It encourages students to become more interested in the reward than the 
learning. None of these generate long-term achievement. Sometimes a reward, such as candy or 
early recess, will jump-start a group of students to read in this moment for this purpose. But if the 
motivation is not intrinsic, it will not increase achievement in the long term. For some individuals, 

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